Few qualitative studies have examined student perspectives on teachers' culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students (N = 103) in the Midwest participated in 1 of 23 focus groups. We identified 103 excerpts where students mentioned ways that their teachers could improve their classroom practices. Two researchers coded each excerpt for alignment with two different models of CRP, the Double Check CARES framework and the Eight Competencies of Culturally Responsive Teaching. Thirty-six excerpts did not align with either framework whereas the remaining 67 aligned with one or both frameworks. We discuss common codes, differences, and similarities across heterogenous focus groups and those with only students of color or White students. We also present themes that were not aligned with Double Check CARES or the Eight Competencies and discuss implications for incorporating student voice into the conceptualization of CRP and improving classroom practices. [This is the online version of an article published in "Journal of Adolescent Research."]